^^*o^ 




•^ ** s 



aassjLBjS.2.5. 

Book..5..„Q..5. 



Author . 



Title 



Imprint. 



1»— 4rS72-l GPO 



I) 



% 



M 



MR. RICH'S LECTURE. 



{ 



y cZ/o^^^^*''^'^^ /^ --^^ 



NEW SELF-SUPPORTING SYSTEM 

OF 

GENERAL EDUCATION; 

THE 

THEORY AND PRACTICE ; BUILT MUCH ON THE UNION 

OF 

ORAL INSTRUCTION WITH PROPER HANDICRAFT: 
A LECTURE, 

DELIVERED BEFORE THE AMERICAN INSTITUTE OF INSTRUCTION, 

AT THEIR ANNUAL MEETING IN LOWELL ; — ALSO, AT 

BOSTON, AND WEST BROOKFIELD, 1838. 



By EZEKI el RIC H, 

A Minister of the Gospel ; Troy, N. Hampshire. 






PRINTED FOR THE AUTHOR 
183S. 



•^ >l>'x 










*/*.V<S v»**\, "^i 



vr 



••^•»A^<* 



r 



ORAL INSTRUCTION. 



I THANK the American Institute of instruction for calling me 
from my cold hill country, — from the frowning and inaccessi- 
ble mountains of the " Granite State," to this grand and busy 
metropolis of manufacturing cities, to address so high an edu- 
cational power on a favorite theme. Though the subject of 
" Oral Instruction " was assigned me, you will allow me also 
to give a concise view of a new and self-supporting system of 
general and liberal education, built mainly on this mode of in- 
struction, practised in unison with proper handicraft. 

Many years have passed since I began to realize great de- 
fects in the prevailing methods of education for both sexes, and 
the necessity of some system, having a more direct reference 
to the less wealthy classes, especially of females, embracing 
very radical improvemenyfor the formation of physical, mor- 
al, and intellectual character, — for the more easy, rapid, and 
useful acquisition of general and liberal learning, -p- for its ap- ^ ^ 
plication to the various concerns of life ; one ft^more Qfiifii3^j^*||/UN 
tpp(s% than has been usual, and one open to all, uy embracing 
the "principles and means of entire self-support. About ten 
years since, the feasibility of such a system, became to me 
quite probable, and I have bestowed upon it considerable 
thought. During about four and a half years, I have been en- 
deavoring, in an infant seminary, by reason and experiment, to 
test its merits, and to render it worthy of general regard. 



Q MR. RICH'S LECTURE. 

Sume time since, I undertook its development In a course 
of ten lectures. 1. On the legitimate objects of all education. 
2. The origin and progress of this new system. 3. An exhi- 
bition of some of its chief principles. 4. The more prominent 
advantages of the system not before discussed. 5. Its appli- 
cation in a specified course of general and liberal female edu- 
cation. 6. Its domestic principles, and the proper character 
and business of house-keepers. 7. Its application to male ed- 
ucation, with a course delineated. 8. Its tendency to form, 
early in life, good husbands, fathers, teachers, and general bu- 
siness men. 9. Our internal management, and radically new 
methods of instruction. 10. A plan for a national or state 
university, including a primary, classical, ornamental, profes- 
sional, and business education, or any part or section of it ; 
founded principally on the nature and provisions of this pecu- 
liar system, and adapted to the condition of any nation, state, 
or class of people. — This plan of lectures gives some outline 
of the general system. 

I will now give you a very concise abridgment of the three 
first lectures of this course, and then conclude with some brief, 
isolated observations. 

The legitimate objects of all education are comprised in 
forming and preserving a character for usefulness, respecta- 
bility and happiness. This is the occasion of the vast affairs 
found in its province, — of the intense interest it excites among 
men, — and of its high concern not only with parents, but also 
with patriots and statesmen, philanthropists and christians. 
To prove the point proposed, all that is necessary, is a short 
description of the moral qualities, the stability, the just jpro- 
portionality, and the power, of such a character. 

The moral qualities of this character are embraced in hon- 
esty : 1. Towards God, which consists in fulfilling our obli- 
gations to him as our Maker and Lord, and in rendering to 
him his rights. This may be called religious morality. 2. In 
•'honesty towards our fellow-creatures ; which may be called so- 
cial morality. 3. In honesty towards ourselves ; which *Hay< 
be called personal morality. This last will lead us to avoid all 
degrading vices, and to practice all the noble and elevating 
virtues. — Civility and worldly wisdom, though substantially 
involved in the two preceding items, are yet worthy of some 
distinct consideration. 

Civility is composed of the four following ingredients : — 



ORAL IJNSTRUCTION. 7 

1. Dignity and ease properly blended in our common deport- 
ment. 2. Proper respect to others of whatever age, station, 
or condition, manifested on all occasions, with every sign of 
sincerity, by proper motions, language, tones, and other ex- 
pressions. 3. Avoiding all small offences, and little disagree- 
ables, injurious or disgusting to others, though inferiors. 4. 
A readiness, in a pleasant and respectful manner, to do others 
numerous little favors and kind ofBces, and to receive the same 
with suitable notice and returns. It therefore embraces the 
external manners, the precious ornaments, the ten thousand 
small agreeables of meekness and benevolence. This branch 
of character, so lovely in itself, so softening and refining to the 
selfish and rugged nature of man, so conducive to social happi- 
ness, should form a material part of an early education, should 
be inwrought into the whole constitution, should " grow with 
the growth, and strengthen with the strength," that it may be 
ever ready to operate and produce its natural and delicious 
fruits upon the feelings, manners, and n)orals of all within its 
atmosphere ; preventing all occasion for an officious, offensive, 
and ridiculous affectation. 

Worldly wisdom, or secular economy, has also much con- 
cern with the heart, and, therefore, has here a proper place. 
It consists in a just, discreet, and honorable arrangement and 
management of our secular affairs, implying a due degree of 
knowledge and skill in some one kind or more, of honest and 
productive business, and the habits of efficient industry ; — all 
for personal, domestic, and general benefit. It likewise in- 
volves a knowledge of the world, particularly of mankind, and 
of governments, especially our own. Hence, in an education, 
there should be much general and periodical reading, much 
travelling, and much accurate observation, connected with much 
free and judicious journalizing. These are matters of no small 
account lor the faithful and prompt discharge of our various 
obligations ; for the promotion of public virtue, wealth, confi- 
dence, and joy ; and for the usefulness, honor, and happiness of 
individuals, families, and more extended society, and should be 
ahvays so regarded by every one having any thing to do with 
the mighty concerns of educating the rising generation. Had 
I time, this would be the proper place for a paragraph on 
habit, — its durability and 'power, and its vast consequence in 
any system, or kind, or degree of education. 

The next thing to be noticed in this character, is its stability. 



8 MR. RICH'S LECTURE 

By uniting in itself good moral principles, solid learning, exten- 
sive views, a correct judgment, and a deliberate courage, ban- 
ishing a puerile versatility and fickleness of mind, it becomes 
permanent, grave, and grand, like the mountains. This is a 
quality in human character, which is often slandered by the 
name of obstinacy ; but which produces much respect, confi- 
dence and success. Therefore, said the wisdom of Solomon, 
" Meddle not with him that is given to change ; " and, also, 
the discernment and fidelity of the dying Jacob, respecting his 
eldest son, " Unstable as water, he shall not excel.^^ 

This character possesses a beautiful symmetry and just pro 
portionality ; or, due order, congruity, and harmony. It avoids 
unnatural protuberances, needless and disgusting eccentricities 
in feelings, manners, and opinions ; mysterious inconsistencies ; 
sudden, strange, and unexpected vacillations from one extreme 
to another. It presents each of its parts and qualities in proper 
place and size ; forms a well-balanced mind, and in all things 
seeks for a temperate and happy medium. This part of good 
character, like stability, inspires confidence, and produces dig- 
nity and worth. But to form these valuable qualities, a long 
course of early years should be spent in the same institution, or 
similar ones, and under the same or similar guides. Let no 
friend of our race, especially of the female half, pass lightly 
over these two last qualities ; for without them, all others are 
of little value. 

The next grand ingredient in this character, is its poiver. 
This consists in ability to plan and execute, and that too amidst 
difficulties and obstinate obstructions. It is, doubtless, founded 
in nature ; but brought forward, improved, and kept in opera- 
tion by a general education, and the proper acquisition and 
use of wealth and influence. By general education, I mean 
that which relates at once to body, heart and mind ; to the va- 
rious necessary business, the conmion relations and circumstan- 
ces of life, as well as to literature, the sciences, and the arts. 
It is naturally divided into three branches, corresponding to as 
many departments in man's constitution, — physical, moral, 
and intellectual. These should be prosecuted in harmony 
and fit proportions. For, if the body alone be educated, the 
man grows up a mighty and brutal savage, like Agag, Goliah, 
Polyphemus, and many a hu<i:e, athletic and barbarous chief of 
untutored tribes. Ifyou add to tills an intellectual education 
only, they both, without the moral, render a man like a brutal 



ORAL INSTRUCTION. H 

savage, in unison with an apostate angel, such as Cain, Alexan- 
der. Herod, Nero and Napoleon ; and, of course, vastly worse 
than none. But allow, with these two kinds, a well-directed 
and thorough moral education, founded on the principles of na- 
ture and the Bible, and all together will fiishion men like Abel 
and Enoch, like Noah and Abraham, like Joseph andlMoses, like 
Samuel and Elijah, like Daniel and Paul ; — yea, moreover, 
like Gabriel, like Jesus, and like God ! Let it, then, by all 
educators, be treated, among other branches, as its importance 
demands. 

By the proper acquisition of wealth, I mean, 1. That it be 
acquired honestly. 2. That, by personal industry, both vir- 
tuous and useful, it be acquired gradually. By its proper use, 
I mean its application, in due proportions, to private and pub- 
lic good, including the proper objects of humanity and religious 
charity. 

The proper acquisition of influence, consists in serving our 
fellow-men in such a manner as will procure their confidence; 
and the proper use of it, consists in its application to the gene- 
ral good, with no insidious designs on others' rights. The char- 
acter we have now described does, oj course, make people use- 
ful and respectable. Jt also, even in this life, makes tliem hap- 
py in the enjoyment of God, their fellow-men and themselves; 
and, besides all this, it eminently prepares them for the felici- 
ties of the heavenly state. 

In concluding on this point, I remark, 1. That parallel alone 
with the worth of this character, is the worth of education, with 
ail its preparations and improvements ; for all these have no 
other objects than the formation, groivth, and final results of 
this character : 2. That in this account of all the [)roi)er ob- 
jects of education, there has also been given, fairly and openly, 
an exhibition of the sentiments in religion, manners, and mor- 
als to be taught, the methods to be pursued, the courses of in- 
struction in literature, science, the arts, and business to be fol- 
lowed ; in fine, the character to be formed, under this peculiar 
system of education as practised, and to be pursued, in institu- 
tions of our sort. May this full and frank avowal satisfy the 
public mind, with regard to our objects, and deliver us from 
evil surmises and slander. 

In entering on the origin and proijress of this system, I re- 
quest liberty to state facts simply, fairly, and honesily, without 
being accused of boasting, or of complaining ; for, surely, I 



10 MR. RICH'S LECTURE. 

would not allow myself in either. Some peculiar incidents in 
my life led to the chief principles of this system. 

At the commencement of the present century, aged sixteen, 
an heir to neither honor nor wealth, indented at six loan illite- 
rate farmer till twenty-one, I resolved on a college education. 
This placed me five tedious years in the condition of a manual 
labor, self teaching, and school-teaching scholar. On some 
days, 1 performed a day's work at labor or teaching, and an- 
other at study. Hence in this system, the union of labor, 
teaching, and learning. But now, instead of most of the for- 
mer book study, is substituted, probably to great advantage, 
oral instruction, to be practised at the same time, with proper 
kinds of productive labor. My strong desire at sixteen, to 
choose my own business for life, and to enter then immediate- 
ly on a preparation for it, has led me to fix on that age, as the 
right one for male scholars of our permanent schools, who en- 
ter under eight, to leave if they choose, to obtain other trades, 
arts, or professions. Five months after twenty-one, in Septem- 
ber, 1805, homeless, destitute, and in debt, 1 entered college a 
year in advance. Extreme indigence till graduating in 1808, 
under a heavy debt, zeal to pay this debt, and the support of 
my rapidly increasing family, all produced from early life, 
habits of special industry, and various inventions for uniting in 
a livelihood, economy, competence, and comfort. These things, 
together with my vast sufferings from ill health, by want of 
proper labors united with study, have produced in this system, 
many of its facilities for health, physical education, and self- 
support. My companion in life, now deceased, by seven years 
of constant sickness from first passing over the bounds of child- 
hood, was, of course, deprived almost entirely of a common 
domestic education. This, together with her subsequent dis- 
eases of body and mind, the straitness of my condition, and 
the increase of my family, obliged me, however unwilling, to 
enter the province of woman, to look well to all things there, 
and, like Cato, devote myself much to household affairs. 

These events of Providence, in unison vvitli my very ex- 
tensive and thorough acquaintance with JNew England fami- 
lies, of every grade, by means of my many charitable agen- 
cies, domestic missionary labors, Stc. have produced the family 
mould of this system, its peculiar domestic department, the 
course marked out in the fifth of my lectures for a complete 
household and business education, theoretic and practical, for 
females, and that in connexion with one that is literary, scien- 



ORAL INSTRUCTION. 11 

tlfic, and ornamental. These same events have also furnished 
many essential and efficient aids to the matter of entire self- 
support. I was brought up at husbandry, have always been 
fond of itj and have cultivated a farm of my own during twen- 
ty-three years. Hence the rural and agricultural cast of this 
system : And indeed, from long experience and observation, 
I conclude there is no situation more favorable for the general 
education of children and the junior class of youth, let them 
come from whatever place, and be destined to whatever condi- 
tion or business in life, than a country farm, such as my own, 
where are ample play-grounds and gardens ; forests and or- 
chards ; hills and valleys ; fields and meadows ; brooks and 
waterfalls; a salubrious air and a wholesome diet ; majestic 
rocks and verdant plains ; prospects delightful and exhilera- 
ting ; scenery beautiful, grand and romantic ; amusements and 
pleasures at once innocent, civilizing and sanctifying ; and all 
necessary and healthful kinds of muscular exercise. 

The barrenness of my verbal language, in childhood and 
youth, led me, for the recording of my thoughts, insensibly 
to the adoption of another language, that of colors, figures, mo- 
tions, attitudes and positions, printed on my imagination ; and 
my want of familiar oral instruction and illustration, have 
caused me vast embarrassment, especially in writing and extem- 
poraneous speaking. Hence the peculiar preparations in this 
system, to teach language early, the unusual proportion of oral 
instruction, and the efforts at general simplification. 

By the loss in Infancy of a mother, I was left in as bad a condi- 
tion as an indigent orphan, — a poor child bound out to service, 
with very small advantages for education. 1 therefore know 
the hearts of such children, and the proper manner of treating 
them. Hence, 1 became inclined to establish a self-supporting 
orphans' home for their comfortable maintenance, their proper 
treatment, and their general and liberal education. Finally, 
allow me to state, that from early youth there was planted in 
my breast, a strong desire to raise, improve, and sanctify man- 
kind by every means, especially through the medium of the 
Gospel, and also of more thoroughly qualified mothers, who 
have much to do in forming the character of the whole. There- 
fore, in my last year at college, and more in 1813, when 
principal of an academy, and afterwards more so still, I felt 
anxious that there should be discovered and put in opera- 
tion, some system of female education, far more extensive 
and valuable, and far less expensive. Besides, I wished to 



12 MR. RJCH'S LECTURE. 

prove by experiment what I had long believed, that a Jar 
greater degree of female physical efficiency is perfectly con- 
sistent with all desirable delicacy and refinement. On these 
various accounts, (or many years, while laboring on my farm, 
while travelling in my many and extensive home missionary 
labors, and in vvakeful hours of night, my mind was frequently 
put to the task to discover some feasible scheme of self-sup- 
porting education, proper especially for females. But time 
was not found to reduce my thoughts to definite form, till De- 
cember, 1830. This resulted, April, 1835, after trying my 
plan in a small school one year, in the printing and gratuitous 
circulation of a pamphlet exhibiting some chief traits of the 
system. 

The objects aimed at in this whole concern, are the follow- 
ing : 1. Radically to improve the common schools, and greatly 
to reduce their expense. 2. To afford to youth, without ex- 
pense except of time, jBoadtt a classical, liberal, and even a pro- 
fessional education. 3. To furnish good homes, a competent 
support, a general and liberal education, an entire bringing up 
indeed, from about five to sixteen years of age, or more, to 
destitute orphans, to other indigent children, to those of the 
wealthy also, if they please, and to those of foreign residents 
and foreign missionaries ; — to all who need a home and an 
educating home. 

These three objects plainly indicate the origin of the three 
different modes of applying the system. Under the first mode 
the pupils may be denominated district, or village classes. 
Within the provisions of this mode, we have received, mostly 
during the last eighteen months, rising of fifty day scholars, 
— twenty-eight of them the last six months — who board at home 
or in the neighborhood, and unite in study with our inmates 
six hours in a day. But 1 shall say little on this subject, 
till I see what shall be produced by the five hundred dollars 
premium offered by this Institute, for the best plan of common 
school education. 

Under the second mode of this system, we receive tempo- 
rary manual labor boarding scholars, at the age of twelve or 
over, of both sexes, who are expected, by their daily labors, in 
ordinary times, to pay their way, clothing and all ; in very good 
times, to do even more than this ; as some of our pupils actu- 
ally have done. This department gives our institution the 
name of the " Grand Monadnock self-supporting Seminary. 



ORAL INSTRUCTION. 13 

for general and liberal Education." The number of different 
pupils received since the opening of the institution, April, 1834, 
under this mode, has been about forty ; the usual number at 
once being from four to eight ; a number, though small, yet 
sufficient for an experiment ; a7id the full trial and proof oj 
the system, is a chief object of our institution. 

Our permanent school, under the third mode of the system, 
consisted at first of my own three youngest children, aged six, 
t^. nine, and eleven. Jt is now, by the adoption of indigent chil- 
dren, mostly orphans, increased to twenty-four, twelve of each 
sex, the eldest fifteen years of age the }'oungest five. This 
school is our chief object, forms the njjucfus of the institution, 
and gives it the additional name of the '= New Hampshire Or- 
phan's Home." Justice, however, requires me here frankly 
to state, that by the infancy of the institution, and the scan- 
tiness of our funds, we are at present considerably embarrassed 
for want of suitable buildings, various educational furniture, es- 
pecially philosophical apparatus and instruments of music, and 
a matron of proper age, experience and general qualifications. 
Of course we are restricted to some thirty or thirty-five inmates, 
till relief, by Heaven's favor, which we hope to be not far dis- 
tant, shall arrive. This, however, though very trying to us, 
will not, in the view of a candid public, be any disparagement 
to this peculiar system of education, considered in itself. We 
gain property and inmates by slow degrees, which is, on the 
whole, the best manner. We desire that others of various 
greater re oirces, like tlie Swiss nobleman Fellenberg, would 
set on foot an extensive institution, according to the principles 
and provisions of this system, that would attract and preserve 
the attention and favor of the world. 

1 will now relate some of my first attempts at setting the 
physical and mental powers of pupils in operation at once, for 
self-support and physical and mental improvement ; or, at uni- 
ting oral instruction with proper handicraft. The winter be- 
fore opening our institution, sensible of the deficiency and 
demoralizing tendency of our common district school, I under- 
took, myself, in my own house, the instruction of my large 
family, together with some children of my neighbors. After 
studying their lessons in the usual manner in the spelling-book, 
I allowed them to work while spelling. This proving very 
satisfactory, I introduced proper work into other recitations, 
both English and Latin ; using the books, if necessary, and 



14 MR. RICH'S LECTURE. 

pronouncing for the pupils. Succeeding well in this also, I 
proceeded one step farther, and taught them orally from hook 
or mind, while they continued at their work. Extending these 
experiments, I was at length forced upon the broad conclusion, 
that all branches of learning, except the manual part of a few ^ 
such as writing, drawing, painting, and instrumental music, can, 
by competent teachers, be communicated and received, to say 
the least, as pleasantly, as rapidly, and as thoroughly, at the 
same time with proper and {)roductive hajfl labor, as by any ^y^^ 
other method. Any work is proper that ooes not require too 
much noise, motion^ or intense thinking ; such as braiding, 
knitting, sewing, &ic.v ^ut even the impossibility of obtaining 
such kinds of self-supporting business needs not break up, or 
greatly embarrass, institutions of this sort, provided other pro- 
ductive business, especially that of agriculture, can be procured. 
For at worst, with prudent management, good foremen, and 
our simple and cheap, yet most healthy and excellent, mode 
of living, our system will, as we have proved by experiment in 
the late hard times, admit on an average through the year, of 
the pupils' learning, and that to the best advantage, as much as 
eight or nine hours a day; and this of itself would, in the 
course of eleven years, produce astonishing results on any 
good, or improved system of education, as you all will readily 
acknowledge. 

By this time, you doubtless wish to hear of the more prom- 
inent and valuable proceeds of a constant experiment of four 
years and a half. - Before entering on details, justice requires^me 
to state, that whatever has been accomplished, was amidst cir- 
cumstances peculiarly embarrassing. Some of these arose from 
the natural condition of infancy ; some from the novelty, bold- 
ness, and high aim of our project ; some from the character 
and relations of a part of our adopted inmates; some from pri- 
vation, by the late state of the times, of much of our proper and 
accustomed self-supporting business ; and many, doubtless, 
from the special allotments of Providence, and our own peculiar 
condition and fortunes. But what results have been manifestly 
produced? I answer, 1. The institution has well supported 
itself, paid six per cent, yearly on all the property used, and 
laid up besides, rising of two hundred dollars a year. 2. The 
health of our inmates, notwithstanding the hereditary and chro- 
nic diseases with which many of them came to me, is far above 
that of children in general, even in our very healthy region. 



ORAL INSTRUCTION. 15 

Ther^never was, since my marriage in 1809, but one death in 
my house, which occurred nearly two years since ; and I think, 
from that time, we have had occasion for neither physician nor 
medicine. It is the united testimony of all impartial observers, 
that our inmates, except some when afflicted with innate 
and cutaneous maladies, appear peculiarly contented and happy. 
3. The fact of the almost universal reformation of extremely vi- 
cious, uncivil and perverse children of both sexes, within a few 
weeks or months after admission, is very encouraging, and tells 
well of the system. 4. Our inmates are constantly forming 
good habits, in the grand matters of care, neatness, frugality, 
order, and various important business, without which the great- 
est attainments in mere literature, science, and polite learning, 
are of little value. 5. As far as we can judge from the pres- 
ent state of experinient, this system adds greatly to the physi- 
cal efficiency of males, and quite doubles that of the more 
wealthy and educated half of the New England females. This, 
indeed, if true, is, by itself, no small affair. But its truth who 
can doubt, after knowing the fact, that the eldest of our per- 
manent school, a female now aged fifteen, performs at home, 
and has for a long time, quite the business of two of the class 
of females just mentioned, of any age, and ivalks (hirtij-five 
miles a day, all freely and without physical injury ; and also 
the fact, that the younger appear to be coming onward to be 
equal if not superior. 6. Besides all these named results, I 
think myself fully sustained by the united voice of all enlight- 
ened and impartial visiters and examiners, in asserting that 
our pupils have, to say the least, made as great improvements 
in literature, the arts, and sciences, as those of similar age, 
who have been kept the same time at great expense in the 
best common schools, high schools, boarding schools, or acad- 
emies. PiDt time will allow here no more items on the 
score of results. Facts are open to all. Many of both sexes, 
by visits and examinations, have availed themselves of some 
of them, and given to the public their favorable views of the 
system, as it appeared at home in actual operation ; and oth- 
ers, especially officers, and private members of this Institute, 
either at our anniversaries on the fourth Tuesday of April, or 
at our semi-anniversaries on the fourth Tuesday of October, 
each at nine o'clock. A. M. or, whenever found, by any of 
them, more convenient, are respectfully invited to do the same. 
In concluding on this matter of results, I must acknowledge, 



16 MR. RICH'S LECTURE. 

that from first setting the system in operation, each month, es- 
pecially each of our six regular, and our many special exami- 
nations, have promised the full accomplishment of its proposed 
objects, and exhibited improvements and acquisitions, physical, 
moral, and intellectual, arising naturally from its own peculiar 
facilities, which have far outdone all my own early and previ- 
ous most sanguine expectations. This is all, probably, that is 
decorous for me now to express. 

I will here say something on language in general, on oral 
instruction, and that in unison with hand labor, presenting you 
some of the chief ideas in the third lecture of said course. 

Language is any method of conveying thoughts to the minds 
of others. Hence there may be as many distinct methods of 
language as there are channels of communication ; and these 
are the five senses. There might be a language of taste, and 
another of smell. There not only might be, but there is in 
fact, a language of touch, passing to the mind through the sense 
of feeling, which is used with the deaf and blind, — is used in 
various forms of salutation and caressing, — and often in con- 
nexion with those of sight and hearing, consisting of gentle 
touches given to persons who are near, adding force to the oth- 
er expressions of the heart. That method of language which 
conveys ideas by sight, consisting ol colors, figures, motions, 
attitudes, and positions, is in the order of nature, and probably 
in fact, the first. It is extremely fertile, and is a natural and 
universal language, except to the blind, and is capable, by in- 
numerable emblems, of extending and perpetuating knowledge, 
as is evident from all hieroglyphic vvritiniJ, Chinese characters, 
numerical figures, pictorial and sculptural representations. Used 
by itself alone, however, it is very inconvenient except with 
the deaf. But in unison with that of sounds, it is a powerful 
auxiliary. The other method of language is that ^l^passing to 
the mind, by means of air through the ear. It consists of ar- 
bitrary sounds, agreed upon as signs of thoughts, by people of 
the same family, tribe, or nation. It is, except for the deaf, 
whether spoken or written, the most convenient of all single 
methods of language, as it can be usetl without light, and by 
those who are otherwise employed, and is alone capable of be- 
ing represented to the eye by alphabetic writing. Its sounds, 
single and combined, simple and compound, are furnished in 
sufticieiit variety and number to form all the ditFerent spoken 
languages that are, have been, or ever will be in the world. 



ORAL INSTRUCTION. 17 

The rapidity with which it can be acquired, even by little chil- 
dren, is astonishing. Its sounds are formed of air, expired 
from the lungs by the organs of speech, or the many parts and 
appendages of the mouth, which may properly, in this Me- 
chanics' Hall, and this nianufaciuring city of Lowell, be called 
the Ivor d-f actor y. This is usually, by nature's Grand Artist, 
well supplied with good machinery, and, if not paralyzed or 
driven too fast by ardent spirits, or clogged with snuff, or em- 
barrassed by tobacco or its smoke, or rusted by luxury and 
sloth, or misdirected by an empty or vicious mind, will, very 
expeditiously work up the ever ready and expenselessravv ma- 
terial into very pleasant and useful fabrics, resembling "apples 
of gold in pictures of silver." This method of language was 
doubtless designed by the Creator to be, as it actually has 
been, universally employed among men ; for there are found 
no people under heaven without some method of intercourse 
by the ear. 

Please now to allow your attention and candor, while I en- 
deavor to establish three doctrines, which if made to stand, the 
system will stand and bless our race ; especially the fairer 
half, who have in their hands no small share of the mightiest, 
and almost the only, business of any one generation, namely, 
the educating and jjlfcing on the stage of another. 

The first of these doctrines is, the sUpei-ior advantages of 
oral instruction over that of the mere signs of vocal sounds, 
called letters, and written or printed in books. I will first treat 
a little of the nature and proper use of oral instruction. The 
substance, or the body of it, consists in that method oflanguage 
just described, which conveys thoughts to the mind by air, 
through the sense of hearing. 1 houirh this has irreat ad van- 
tages over any other single method of language ; yet it receives 
an astonishing addition of power for exciting, instructing and 
swaying the mind by union with that of sight, and sometimes 
in a small degree with that of touch. This couiplex language^ 
addressed directly to the mind at once through the sight, the 
hearing, and occasionally the feeling, is, with those who can 
see, and hear, and feel, of all methods of communication, far 
the most attractive and efficacious. This union of the different 
methods of direct intercourse among men, / shall nolo call 
Oral Language, and that in distinction from the part of itself 
represented by alphabetic writing ; or the representation of its 
sounds merely by visible marks. 

a 



18 MR. RICH'S LECTURE. 

The awakening and melodious sounds of the human voice, 
attended by its njanj- natural, pleasant and powerful helpers, 
such as tones, inflections, modulations, and emphases ; such 
also as looks, attitudes, and gestures, were doubtless designed 
and prepared by God, to be the most agreeable, convenient, 
and effective means of planting knowledge in other social 
minds, and of interchanging thoughts and feelings among men. 
lou will not then count me wild and visionary in maintaining, 
that the human mind, especially in the peculiar sprightliness and 
sociability of childhood and youth, will more readily and easily 
receive, retain, digest, and use, for the many purposes of life, 
the ideas and sentiments thus presented. These ideas and 
sentiments, by this channel, seem to go directly to the mind 
and heart, by the shortest course, and to be there, without ef- 
fort too, inwrought into the very constitution, and made perma- 
nent as the soul itself. I'/tw is nature's mode, who is always 
wise and benevolent, of course always to be followed. 

But what, compared wiih this natural and direct complex 
language in pleasantry and effect, is the very imperfect alpha- 
betic representation of that part of it, and a meagre part also, 
— its mere arbitrary sounds, — which alone are capable of it ? 
This representation of the natural sounds, consisting wholly not 
only of arbitrary, but silent, unsocial^ and dead figures, the 
produce of artifice, not of nature, is deprived of course of all 
those mighty and delightful natural aids and helpers of the vo- 
cal sounds named above ; such as tones, inflections, modula- 
tions, emphases, looks, and gestures ; for these cannot be writ- 
ten or printed ; deprived also of the seasonable and fmiiliar 
explanations of the able and kind parent or teacher. If these 
could be written and printed, our significant marks or letters 
would be unspeakably more valuable. Just so, if they were the 
direct signs of ideas, like our words to educated deaf mutes, or 
like our numerical figures, or like hieroglyphic and Chinese 
writing. But as they are mere artificial signs standing for 
sounds, which are the natural and direct signs of ideas, they 
can reach the mind only through a circuitous and uncertain 
track. They first meet the eye as signs of sounds only. Af- 
terwards, by a hard task of the imagination, the sounds for 
which they stand, are but imperfectly conceived, and perhaps, 
as imperfectly read ; and after all, pass to the mind through 
the ear as archetypes of the thoughts. What a vast difference 
then, between oral and written language, as to their facilities for 



ORAL INSTRUCTION. 19 

instruction, especially of the young! I am, however, by no 
means unfriendly to letters, but to the unnatural, unnecessary, 
too early, and too much forced application of them to the young 
mind; for such a mind is easily fatigued, disgusted, and dis- 
couraged. They serve to preserve knowledge, which would 
otherwise be lost, or cast upon the uncertain bark of oral tradi- 
tion, and to extend it where the voice cannot reach, or so 
conveniently be used. But that \.\\ey , without necessity, should 
be used, and used also in the instruction of young social beings, 
instead ol the living, lovely, and powerful voice, attended by 
its yeaacaaoapble, living, lovely, and |)owerful helpers, f§^urely 
to me a matter of astonishment. It is indeed quite time, 
among people of common sensed ucation — of enlarged and 
liberal views — that this strange thing be examined, exposed, and 
exploded. In doing this however, you immediately remove 
one of the thickest remaining clouds of the dark ages, and one 
of the safest coverings of idle, unqualified, and swindling teach- 
ers, and one of the chief hindrances to the more general and 
rapid improvement of the rising generations. Let persons of 
proper age and maturity, especially teachers, use books and use 
them freely ; but ciiildren only a little ; no more indeed, than 
they can easily understand and strongly relish. These limits 
however, are quite narrow ; for even now, amidst the deluge of 
children's books, and the vast improvements of the present 
day, you will find but few indeed, suited to the capacities of 
children, till they become, by oral instruction, very considera- 
bly advanced in the knowledge of things and of language. 
The result of all my research, experience and reflection, on 
this subject, is simply this : — let all at proper age and stage 
of learning, use books for their own benefit and thatipf learners 
when necessity or great convenience requires ; but in no other 
cases. In this the ancient and justly renowned Socrates, the 
father of Grecian wisdom, greatness and glory, and the modern 
and lovely Pestalozzi, were correct ; and it is matter of sur- 
prise, that every teacher of sense and reflection is not, in this 
thing, as correct. But, as good, and as better authority, here 
in point, I refer you to him, who was wiser than Socrates, or 
Solomon, or Hermes, — who was " a teacher come from God ; 
who spake as never man spake ; whose doctrine dropped as the 
rain, and distilled as the deiv.^' He was, most eminently, an 
oral teacher. Now is not this the true, dictate of nature, and 
of the common feelings and practicl'*of iriBn? Who that is 

-. , • '. . 



20 MR. R1;;H'S lecture. 

not a maniac, would prefer human artifice to the free produc- 
tions of nature ? Who would contentedly remain at home 
and read the speeches of Demosthenes, or Cicero, or Curran, 
or Whitefield, or Webster, or Clay, rather than take great 
pains to see and hear those orators in person ? Why do some 
zealous extemporaneous speakers, with scarce a thimble-full of 
knowledge, draw multitudes after them, while many of our 
learned lecture readers, can draw and interest but a few ? And 
why is it said, and justly, of the most erudite English clergy in 
general, that they are among the. best writers, and the worst 
. preachers 1 But further, much is said, and truly, of the early 
!•• 'tft^rapid general learning of children, before they are put to school 
and to letters ; but why do thfey learn so rapidly the •firsutwo, 
three, or four first years of their life ? Because the. dictates of 
free, simple, social nature are followed with them, rather than 
fortnality, artifice, and cruel confinement. 

Oral instructions however, whether from the text book or the 
mental stores of the teacher, should be given in so easy, famil- 
iar, and attractive a style, and all things taught should be so 
seasonably, so pleasantly, and so fully explained and illustra- 
ted, that the pupils shall be made interested in the subjects, 
and be enabled, without delay, fatigue, or disgust, clearly to 
understand them. By this means they would rapidly acquire 
a relish for useful knowledge, and ability and courage ; by na- 
ture, observation, reason, and books to prosecute and obtain 
it alone. A compliance with this rule, would enable parents 
and other teachers to communicate very early to children, 
much rudimental knowledge, on almost any subject of which 
they themselves are masters ; even grammar, mathematics, and 
mental philosophy. By the way, this rule suggests much re- 
specting tWte due qualification of teachers, and the necessity of 
their being, by all means, in full possession of every subject 
they attempt to teach. Indeed the practice of oral instruction 
does not allow unqualified teachers to glide easily along, and 
deceive their employers, as they abundantly have done. 
Hence an increased proportion of oral instruction, would natu- 
rally tend to increase the just qualifications of teachers. I be- 
lieve it is found a fact, that the longer good teachers practice 
their profession, the greater use they make of oral instruction. 
The chief reason of this probably is, their increased qualifica- 
tions by practice to teach in this manner, as well as their great- 
er knowledge of its lyifi^in^ By this time, I am confident you 



ORAL INSTRUCTION. 21 

will acknowledge the truth and stability of this doctrine, — the 
superior advantages of oral instruction, over those of text 
books, especially for the young. But before quitting this 
point, I wish just to name to parents and teachers for their use, 
a few specimens, as fair as any within my know ledge, of print' 
ed oral instructions , if I may be allowed the expression. The 
Proverbs of Solomon, — Xenophon's report of the oral in- 
structions of Socrates, — the Evangelist's reports of the oral in- 
structions of our Lord Jesus Christ, — Dr. Watts' compositions 
for children, — Peter Parley's works in general. This popular 
author might, however, improve, and is not too old for im- 
provement. The various work? of Mrs. P. W. Howland, of 
West Brookfield, especially her Infant School Manual, 
should be in the hands of every teacher of any child, &c. &;c. 

The second doctrine is, that Oral Instruction, instead of re- 
ceiving detriment from its union, most of the time, with proper 
self-supporting handicraft, does in fact in itself, derive much ad- 
vantage from it. This is a very material affair in our system. 
Some people, prejudging the case, seem to think that our plan 
imposes a double task on children, and of course, double fa- 
tigue. But the result of thorough trial, proves exactly the re- 
verse. Each kind of business, instead of adding to the fatigue 
of the other, does actually prevent or relieve it. I never knew 
any of our inmates exhibit signs ol distressing uneasiness by at- 
tention to both at once, during eight or even ten hours in a day. 
But go into one of our common schools, continuing in the for- 
mer and usual metliods, at half past three o'clock in the after- 
noon, and notice the uneasiness and painful weariness, very 
manifest, among the pupils, who have done nothing but to sit 
and learn, chiefly from books, about five hours only, in the 
midst of which, there was an hour's intermission, besides two 
short recesses. Go then to the large family of children kept at 
silting work some seven or eight hours a day, having nothing 
but their work to awaken, divert and occupy their minds, and 
observe there also, the appearance of discontent and fatigue. 
After all this, go to the family, to the work-shop, to an industri- 
ous ladies' party, and finally to a school of our sort, where 
proper and productive business is prosecuted, together with 
pleasing, exciting and profitable conversation, or oral instruc- 
tion, conducted by an agreeable and able associate or teacher, 
and mark well the difference. Here, during some eight, ten, 
or even twelve hours a day, the time varied somewhat according 



22 MR. RICH'S LECTURE. 

to age, fretful irksorneness has no place. Observe the cheer- 
fulness, vivacity ; nay, even the innocent healthful mirth, often 
here enjoyed. Nothing is difficult, tiresome or disgusting. 
The labor of the hands, which soon becomes almost automa- 
tic, operates as a spring and balance wheel, to give constantly, 
fresh vigor, self-possession, and stability to the mind ; and the 
excitement, entertainment, and delight of the mind arouse the 
animal powers, give energy to the body, cause pleasant sensa- 
tions, and thus prevent or destroy the usual disagreeable lassi- 
tude and tedious exhaustion, causing the time to pass lightly 
and agreeably. Here I must appeal for experimental proof, 
not only to our school, but to the ladies also ; whether it be so 
tiresome to sit in company with work, as without it ; — wheth- 
er they become so jaded by their sedentary labor, while ming- 
ling in pleasant and useful conversation, as when entirely alone, 
having nothing but their work to awaken their feelings and 
occupy their minds ? 1 am vexed and ashamed, that this ap- 
peal cannot be as appropriately and as honorably made to the 
gentlemen, as to the ladies ; — that they must go out of their 
business element, by going into company ; that they must be 
so much afflicted with a sense of awkwardness, by having 
nothing to do in working society ; and, moreover, that they 
must have so much occasion to prevent tedium, by calling or 
tempting the ladles from their innocent, amusing and profitable 
business, to unite with them in childish amusements, dissipating 
pastimes, or demoralizing games. The chaVge here slenderly ^^ 
hinted, would remove one of the chief obstructions in the way 
-of gentlemen, to the society of ladies in their visiting parties, 
and would produce much more mutual respect, confidence and 
various improvement ; — adding grace and refinement to the 
manners of gentlemen, and good sense, dignity and worth 
to the character and conversation of ladies. Pardon, I pray 
you, this digression, and encourage our efforts to cure this evil 
in society, grown obstinate through long custom, by teaching 
our boys as well as our girls, various kinds of clean, silent and 
useful handicraft, to be performed at the same time with con- 
versation or oral instruction. 

But this system neither requires, nor allows unremitting at- 
tention to hand and mental labor in unison. For the sake of 
diversion, the pupils while at work, should often, under the 
care of their foreman, be allowed short seasons of free and 
amusing conversation among themselves, sometimes on what 



ORAL INSTRUCTION. 23 

they choose, and sometimes on the subject of their learning. 
A part of each day also, should be spent in what we call man- 
ual learning, such as writing, drawing, painting, music, or ail, 
at which the usual hand labor should be laid aside, vocal 
music especially, whether with work or without it, should, 
for the rest of the body, for the recreation of the mind, and 
for its own sake be a part of each day's exercise. Jt would 
be well also for the pupils to attend more or less daily lor 
diversion, for physical and business education, and for self- 
support, to such stirring and noisy business, as is not consis- 
tent with much con\»caBSDa^ instruction, especially oral. It — ^O^ 
would be convenient, though not indispensable, to lay aside 
the usual manual labor, while studying maps, performing 
some mathematical demonstrations, and perhaps in attending 
to some other educational exercises, not strictly manual. Let 
such young men as are not willing to work, while receiving oral 
instruction, for the sake of conformity to the system, and the 
fashion of their class, attend at the same time to writing, or draw- 
i[ig, or painting, or at least to taking notes of their oral instruc- 
tions. 

Another advantage of uniting oral instruction with proper 
work is, not only the diminution or prevention of fatigue from 
both, bvt the great increas'^ of the rapidity of ncquinng learn- 
ing. Pupils will obtain knowledge and general mental inj- 
provement, much faster, with the union, most of the lime, of 
hand and mental labor, than without such union. This is- 
proved, 1. By abundant trial in our infant institution, as fully 
attested by pupils of sufficient age and experience, by their pa- 
rents and friends, and by many visiters and examiners. 2. Our 
pupils do gain knowledge much more rapidly by the use of oral 
instruction most of the time, than by books, even if they have 
no work to perform in unison therewith, according to the doc- 
trine just now stated and proved, that oral instruction has in *' 
itself advantages far exceeding that of books. But, 3. Add 
proper labor to oral instruction, and the rapidity of acquisition 
is surprisingly increased, and the fatigue diminished. This is 
a point just proved in the first item under this second doctrine. 
And there is nothing of which we are more sensible on trial in 
our institution than this. When work is brisk, learning is brisk ^ 
and so of the opposite. 4. The vast gain of time for learning 
by this union, is no small affair. Pupils who have no labor to 
perform with their learning, are subject to great waste of time 



g4 MR. RICH'S LECTURE. 

for necessary mental recreation, and bodily exercise. By this 
union of labor with learnino;, this waste is greatly diminished, if 
not wholly annihilated. Therefore, as 1 regard the health and 
general good of my di^ar inmate pupils, I would not allow them 
a single day to dispense with their hand labor, even if it were of 
no pecuniary profit, or if I knew such profit, if any, would all be 
destroyed at night. This declaration may produce surprise in 
some, and derision in others ; but 1 have no misgivings on the 
subject, and fear not the result of fair and full experiment. 
5. Much severe book study, especially in the night, on a gene- 
*^ . ral average among students, occasions great waste of lime as 
well as of comfort, and sometimes even produces blindness, 6y 
fatigue and injury of the eyes. A proper degree of oral in- 
struction prevents all this, and of course hastens the acquisition 
of knowledge. Humanity then, united with friendship to learn- 
ing, will encourage its greater use. 

The third doctrine is, that education according to this sys^ 
tem, is of vastly superior tvorth after it is acquired. This, if 
true, in addition to the ease, pleasantness, and rapidity of ac- 
quisition, and the power of self-support, surely must be quite a 
recommendation. But its truth I will now attempt to prove 
by several distinct arguments, and you will then judge for your- 
selves of my success in this attempt. 1. An education under 
this system, is formed with more natural, comely, and conven- 
ient proportions than any other. By exercising the physical 
and mental powers together with reference to the various con- 
cerns of life, and each in due degree, the human machine be- 
comes well balanced and harmonizes in all its departments, and 
in each receives health, vigor, and beauty. In those strongly 
inclined to learn, it prevents intemperance of mental applica- 
tion and, of course, precocity, or, too early ripeness of mind 
which is undesirable in itself, and an ill omen for the future, 
however considered by short-sighted relatives. In those f//s- 
inclined to learn^ it prevents a most dreadful and lasting dis- 
gust at learning, and abhorrence of it^ acquired by many, who 
are early put to common schools, driven to a place of irksome 
confinen)ent, and there compelled to attend without interest, a 
long time together, to what they do not understand — to unsocial, 
dead, and, to them, unmeaning marks, standing as artificial signs 
of mere sounds, and not of thoughts — and all often made more 
tedious, and even distressing, by hard seats, bad air, too much 
heat or cold, dread of the teacher perhaps, and of uncivilized 



ORAL INSTRUCTION. 25 

and vicious scholars, and all without proper diversion and re- 
creation ; and it prevents these evils by allowin<r constant 
change of position, suflicient muscular exercise, mental diver- 
sion, wholesome and well-tempered air, general comfort and 
contentment, a full and pleasant understanding of all things 
taught, and by many other means, used in the general treat- 
ment of children as active creatures, possessed of tender bodies 
and of feeble and versatile minds, existing together in strong re- 
lationship. This system also, while it brings forward the body 
in proper season, prevents its too early ripeness, which is like- 
wise a common and vast evil, exposing youth, by want of equi- 
librium of physical and mental maturity, to the strongest temp- 
tations, while they are least prepared to withstand them. By 
a regular and just course of corporeal management from early 
childhood, and the formation of good corporeal habits, by pre- 
venting undue excitements, and all manner of excess^ the de- 
velopment and maturity of the bodily system, — of its many 
organs and propensities — are properly retarded. This, togeth- 
er with early and due attention to the moral and intellectual de- 
partments, — to the heart and the head, — disallows of the bo- 
dy's outgrowing the mind, as is commonly the lamentable fact ; 
and causes both to advance simultaneously, in fit relative pro- 
portions, and to arrive together at manhood ; thus showing by 
nature's unequivocal voice, when minority should end, and free 
self-directing life should conmience ; and thus furnishing a cor- 
rect criterion, zt'AicA should prevent that great degree of op- 
pression, and almost slavery, now existing under the present 
laws of minorship, previous to the age of ttventy-one, which 
will, without alteration of such laws, by due improvement in ear- 
ly general education, be soon greatly increased. 2. It appears 
from reason, and, as far as we have as yet had opportunity to 
judge, from experiment, also from fact, that this system faith- 
fully followed from an age as early as Jive years, will add 
quite four years, in both sexes, to the early, sterling, and best 
part of self-directing, independent life, qualifying our youth for 
settling in life, and managing their own affiiirs, four years earlier 
than usual. Whatever it adds, then, to the real value of life, 
it adds to the value of education. But ar^uinor from analoav. 
wbere w^e cannot come at fact, it will probably add as much as 
four years to the later part, as well as first part, of man's life. 
3. By making physical improvement a grand concern, this sys- 
tem adds greatly to the worth of education. From facts al- 
4 



26 MR. RICH'S LECTURE. 

ready manifest on trial, its natural productions are by no means 
overrated by saying, that it annihilates much want and suffer- 
ing, gives much superior health and comfort, preserves much 
life, and adds quite one third to general human efficiency, and 
quite one half, as before hinted, to that of the more wealthy 
and better educated half of females ; and, of course, it adds, in 
the same proportion, to the worth of education. Already, under 
the head of results, I have told you some facts proving this pro- 
position, and, had I time, I would here tell you many more. 
4. The value of education is greatly increased by this system 
being general, fitting people in a special and peculiar manner 
for the various ordinary relations, duties, trials, and enjoyments 
of real common life, and finally for the society, business, and 
felicities of the heavenly state. Its generalness is one of its 
chief characteristics, and chief boasts. It prepares the young 
for real common life, by bringing them up, as far as may be, in 
it ; or, in the best theory and practice, sentiments and habits, 
of the mode, condition, and business of that real common life, 
upon which it is probable they will enter and exercise them- 
selves, after the close of their minority and pupilage. And is 
not this among the first dictates of wisdom, taught by nature 
and the Bible too ? I now earnestly request all to realize what 
seenis very hard to impress on the public mind, that this sys- 
tem of education is, in its essential and distinctive features, a 
general one, as well as liberal and self-supporting. It is for 
both male and female, and that too, in the same institution, as 
in families ; according to the dictates of nature and the Bible. 
It embraces the physical, moral, and business departments, 
carrying these onward in unison, and just proportions, with 
that of general literature, — the common, abstruse, analogical, 
and exact sciences, — and the useful, fine, and ornamental arts. 
6. Another thing which peculiarly enhances the value of edu- 
cation according to this system is, its qualifying its subjects, in 
an eminent degree, to teach others what they themselves know. 
One of the most useful and lucrative of the learned professions, 
is now that of well qualified teachers in literature, science, and 
the fine arts. This we design all our pupils, who commence 
in season, to acquire by the age of sixteen -.foT they are daily 
learning what to teach, and hoxv to teach it. While it remains 
the duty, and indeed the chief business of one generation to ed- 
ucate the next, this should be the method in every family, shop, 
and other institution of learning j for none can be excused from 



ORAL INSTRUCTION. 27 

a full share in this tnaln concern of mankind in each generation. 
Hence normal schools as called in Europe, and teachers' sem- 
inaries as called in America, as such, are totally unnecessary ; 
and for this plain reason, that every one who knows or learns 
any thing valuable, ought at the same time to know or learn 
how to teach it to others ; of course every place of useful 
learning, of any sort, may, and should be also, to all intents 
and purposes, a teachers' seminary, and so it will remain while 
man remains the subject of education, and is brought into ex- 
istence in successive generations. This sentiment strikes at the 
root of a sore evil in our common educational concerns. 1 am 
not at all insensible, that this item is in strong collision with a 
doctrine, becoming quite popular in this country ; one getting 
into some of the State Legislatures; and one which, probably, 
for a time, will remain current, and cause vast expense, before 
it meets its final destiny, — entire rejection. 6. One item 
more which greatly augments the worth of education under this 
system, is, that in its nature and objects, it is wholly and alone, 
jmrely republican ; tending directly to banish tyranny and op- 
pression from the earth, and to extend and perpetuate all re- 
publican institutions, both civil and ecclesiastical. This results 
not only from its entire self-support, thus giving the poor equal 
privileges with the rich ; but also, from the peculiar formation 
and condition of our classes. No distinctions are known with 
us but those of age and general merit. The peculiarities of 
our class formation, arise from the division of the pupils admit- 
ted during eleven different years, from the age of five to six- 
teen, into only five different classes. The Freshman class 
will contain those received during threfiJ yearS; and of course, 
will be divided into three distinct grades ; the Sophomore class, 
those received during two years, and divided into two grades ; 
and so of the Middle, Junior, and Senior classes. The first 
grade of the Senior class graduating from the institution each 
year, will cause, through the whole, the advance of one grade 
upward, viz: the second grade of Seniors will become the 
first, the first grade of Juniors will become the second of 
the Seniors, and so onward to the third grade of Freshmen, 
which is to be supplied by admissions. This arrangement will 
place each grade alternately in the society of superiors and in- 
feriors, as well as equals, and in the condition of foremen and 
followers, of teachers and learners, of helpers and the helped. 
This plan of forming classes, we consider entirely new, and a 



28 MR. RICH'S LECTURE, 

capital affair in all general, economical, and republican educa- 
tion. 7. The mode of living required by this system, and al- 
ready adopted very much in our institution, adds greatly to the 
worth of education. At the same pi'ice even, it would not only 
be far the best for health and vigor of body and mind, as before 
hinted, and for general comfort, and the gustation too, or, the 
pleasure of eating and drinking, if you blush not to name it ; 
but it also quite doubles the value of property devoted to live- 
lihood, in comparison with the practice of the more wealthy 
and educated half of New England people, for thirty years 
past, not for the young merely, giving them, besides self-sup-' 
port, one half of their time, from the age of five to sixteen, for 
learning ; but likewise, ybr them, or any people, through life. 
Now, if the net saving of so much property from the usual ex- 
pense of living, and general plenty, ease and comfort during 
life proceeding therefrom, be objects of any value, then an ed- 
ucation under this system, in which this mode of living is adop- 
ted as an essential and fundamental part, is proportionably val- 
uable. 8. An education under this system is of superior value, 
because it will tend greatly to prevent in workshops and other 
companies, especially among young men, and young women 
also, a painful vacuity of mind, and such " evil communications 
as corrupt good manners," by substituting such profitable con- 
versation, and oral instructions, as will promote sobriety and 
virtue, dignity and worth. This is a consideration of vast im- 
portance to New England, which is rapidly becoming a manu- 
facturing country, and of course, collecting for business much, 
especially of its young population, into conversable companies, 
situated very favorablff for either improving or demoralizing 
each other. And finally ; 9. The superior worth of an edu- 
cation according to this system, may appear also from the fol- 
lowing considerations : — In its formation, great care has been 
taken, irrespective of foriier customs, and of future conse- 
quences, to ground its principles on the harmonious dictates of 
nature and the Bible ; the two great books of Divine instruc- 
tion. These have stood; and will stand, the true, the chief, 
and the final correctors of the wayward feelings, conduct, opin- 
ions, and customs of froward, erring man, restoring him sooner 
or later to the paths of truth and righteousness. Surely then, 
a long course of education, long enough indeed to produce a 
system of sentiments and habits, and of qualifications for self- 
direction, self-support, and usefulness in life, formed on these 



ORAL INSTRUCTION. 29 

principles, must be of vastly superior personal and social utility. 
But further, — it is a maxim with us, that nature has formed 
every person of common faculties, capable of education in 
something for usefulness, respectability and happiness ; and, 
that this same one thing, or more, should be early discovered. 
Hence, beginning early, we have opportunity, when pupils 
appear tired of one kind of learning, or method of instruction, 
or displeased with it, to turn them to another. Whenever they 
appear tired of letters, use oral instruction ; or, of grammar, 
&,c. turn them to natural history, &ic. If any should show 
disgust at every literary and scientific subject, which is scarcely 
probable, turn their attention to the useful and ornamental arts, 
and some one branch, or more, of common useful business for 
life, all which we consider as important parts to be early inter- 
woven in a good education. But never crowd them with any 
learning or business, in which you cannot, and do not, excite 
their noble feelings and generous zeal. This would add great- 
ly to the quality as well as quantity of education, and of course, 
place it among the strong probabilities, that no one would grad- 
uate from an institution under this system, without some grand 
qualifications for usefulness, respectability, and happiness. 
But 1 do not depend much on a priori arguments. Facts 
must finally speak and decide. 

I will now close with a few isolated notes, suggesting in the 
briefest manner, some more matters of importance in our sys- 
tem and school, having no time to dwell on any one. 1. We 
endeavor to blend, in fit and requisite proportions, the different 
metliods of instruction, not only oral and book instruction ; but 
also mutual and self-instruction, social and solitary instruction, 
that of nature and of art, of speculation and experiment, of pre- 
cept and example, of travelling and observation. 2. This sys- 
tem takes any children of good promise, especially the most 
needy and unfortunate, including those of either sex, who, by 
bodily infirmity, are unfit for business, save what is sedentary 
and light, at about five years of age, and carries them forward, 
till sixteen or more, wholly by the cultivation of their own 
powers, in a course of general education for common or profes- 
sional life. It is designed, by that age, to finish the school and 
business education of females, or to fur 7ns h them well for self - 
teaching, self-care and self-support, in any proper station or 
employment ; embracing common house-keeping, cookery and 
dairying ; millinery, dress-making and tailoring ; an ornamen- 



30 MR. RICH'S LECTURE. 

tal education in the fine and polite arts, such as drawing, paint- 
ing and music ; and a solid literary and scientific education 
besides, quite equal to two-thirds of that, on an average, ob- 
tained by graduates from our colleges. 3. Institutions of this 
sort for females only, should have two locations, one in the 
•country, with large gardens, for those under the age of twelve, 
and another in a village, town, or city, for those over twelve, 
affording the health and economy of the country, and the 
pleasant and valuable refinements of the city. 4. There 
should be high self-supporting femnle seminaries, located near 
the colleges, to accommodate, during two years or more, under 
leaders of their own choice, such graduates from institutions of 
this kind, as wish to make further improvement before entering 
on their stations or business for life, that, under proper regula- 
tions, they may have access to the college libraries, the various 
educational furniture, and the lectures of the professors. This 
would fill an unnatural blank or chasm in education, which has 
hitherto caused much invidious discrimination between the 
sexes, and much cruel embarrassment and depression of fe- 
males. 5. The best teachers of what they know, are those 
who can be best understood ; and these are, first, cotempora- 
ries and associates ; secondly, mothers arid nurses ; and third- 
ly, /a^Aers and neighbors. But in all educational concerns, a 
distinction should always be made between the words teacher 
and ruler. By proper attention to this principle, we increase 
the enterprise of pupils, and lower the expense of instruction. 
6. Such is the economy and simplicity of this system, the ease 
of putting it in operation immediately, in any or all its modes, 
in any place, by any teachers otherwise qualified, the little or 
no hazard of loss in case of failure, or the relinquishment of 
the business ; all surely recommending it, at least for trial. 7. 
Should any institution under this system, be found approaching 
want, let its inmates either curtail their expenses, or perform 
more productive business, or attend less to book study and 
manual learning, till its condition becomes improved. 8. Af- 
ter the pupils arrive at twelve or fourteen years of age, for the 
sake of knowledge and habit, they should attend an hour or 
two a day to books. 9. Our saving of time and labor, espe- 
cially in household business and farming, by efforts at general 
simplification, contributes greatly to a good secular education, 
and an easy and competent self-support. 10. The conforma- 
tion of our orthography, which should be done once a century, 



ORAL IJMSTKUCTION. 3 1 

or oftener, would be very congenial with the principles of this 
system, and would add quite one fifth to its facilities. But 
this can be accomplished only by the general consent of 
En>;lish authors and printers, — the republic of letters. 1 1 . We 
begin early to teach many things in harmony, as by having the 
pupils first read a sentence, then spell it, then define each word, 
give its etymology, and if capable, the syntax also ; and finally, 
use each word in a sentence of their own composition. This 
method has great advantages. 12. This system disallows of 
spelling and reading books as such, taking any books for these 
uses. Of books allowed, a few only are needed, and those 
principally for teachers, and the most forward class of pupils. 
This contributes greatly towards self-support- \'6. The long 
l\ew England winters furnish farmers with about five months 
a year, in which but little is to be done, save that which, at the 
same time, admits of oral instruction. These would, under the 
privileges and management of such institutions as ours, afford 
the children of our yeomanry, from the age of five to twenty- 
one, who are able and willing to labor and learn, a good pri- 
mary, classical, ornamental, agricultural, and other professional 
education. They might then continue in agriculture, or turn 
at pleasure to other business. If this can indeed be accom- 
plished, it is a matter of no small interest to the agricultural 
community. 14. To correct many mistakes, and to answer 
many inquiries, the following statements are made. — i\.s much 
liberty is given to the pupils, as they will use, and not abuse, 
to their own injury, or that of others. After suitable time for 
acquaintance with the nature and reason of our rules, and for 
laying aside former and wrong habits, strict subordination is en- 
forced by the father only, with as little and as light punishment 
as will serve the best interests of the institution and its inmates. 
Those under the age of nine, if they please, retire to rest about 
seven o'clock, those between nine and twelve, at eight, and 
those over twelve, when they please. But there is, and should 
be, constant care that liberty be not abused. The average 
time of rising in the morning, is about five. Three full meals,, 
and those only, are allowed, and seasonably, each day. The 
average quantity of food consumed daily, after being well' 
cooked and prepared, including fruits, roots, milk, bread stuffs, 
pulse, &,c. is for each inmate, a little rising of three quarts. 
No meal is made without bread in some form, or other farina- 
ceous food, which we consider equal thereto. Flesh and but- 



32 MR. RICH'S LECTURE 

ter, our two most unhealthy and expensive articles, are used by 
those who please ; but not in great quantities. Our inmates are 
all well clothed for appearance in public ; and at home, like 
common country farmers, comfortably, and according to their 
work. The average time for learning, through the year, is 
eight or nine hours a day, — for sleep, recreation, meals, and 
worship, from ten to fourteen. In summer, if weather allow, 
the older boys work abroad one half of each day only, different 
classes changing. After a iew months, the relatives of our pu- 
pils have free intercourse with them, unless there be danger of 
a seductive or demoralizing influence. But we must have the 
control of this matter. 1 5. Should our institution become 
able, it is designed to establish in connexion, an infant depart- 
ment, properly separated into distinct grades, for the support 
and education of foundlings and others, at any age under jive. 
This would give opportuntity to ascertain the merits of a regu^ 
lar system, in comparison with common methods, in raising hu- 
man creatures. It is possible tliat infant education in general 
is susceptible of very great improvements* 






1 ^ 

c 


■''' 




,;';:!;, 
,?];•? 






'"^wp 



;;;;:;|::v:;,w;;^i| 



LIBRARY OF CONGRESS 

IIHlllilil^ 
019 793 389 6 




